Teaching Sequence

Work through this resource material in the following sequence:

15 minutes

Part A: The Pyramid Of Hate

30 minutes

Part B: Stations Discussion

15 minutes

Part C: Attitudes, Feelings And Behaviours

5 minutes

Reflection: Journal Entry

Part A: The Pyramid Of Hate

Step 1. Explain to students that this lesson will focus on the impact and consequences of racism in our personal lives and on the sporting field. This lesson will require students to reflect on the potential impact of their attitudes and belief systems.

Step 2. Share these definitions of hate from the online Merriam-Webster Dictionary:

intense hostility and aversion usually deriving from fear, anger, or sense of injury
extreme dislike or disgust.

Step 3. Invite students to turn to the person next to them and discuss the question:

Is racism hate? Why or why not?

Step 4. After their paired discussions, invite students to share their thoughts on the question with the whole class.

Step 5. Display the Pyramid Of Hate to the class and explain the behaviours that can be demonstrated at each level within the pyramid.

Source: https://www.adl.org/sites/default/files/pyramid-of-hate-web-english_1.pdf

Step 6. Invite students to regroup with their peers. Using the Student Worksheet, students will write down examples of hate at each level on the pyramid that they know from personal experience, prior knowledge or real-world connections.

Step 7. Provide students with the following examples at each level of the Pyramid of Hate.

Genocide - The Holocaust was the genocide of around six million Jewish people by the Nazi regime during WWII.
Bias-Motivated Violence - West Coast Eagles players Chris Lewis and Troy Ugler received a range of death threats and hate mail in their careers.
Discrimination - A workplace refuses to allow its Muslim employees to pray during work hours.
Individual Acts of Prejudice - Former Australian Rugby League player Israel Folau was fired from Rugby Australia after he posted a series of homophobic and offensive comments on social media.
Bias - Making a racist joke that vilifies and stereotypes a group of marginalised people.

Part B: Stations Discussion

Step 1. Play the following video:

What Is Mental Health? (https://www.youtube.com/watch?v=oxx564hMBUI)

Step 2. Further introduce students to the topic of mental health. Explain to students that as seen in the video, mental health includes the psychological, social and emotional wellbeing of a person. Mental health is important through all stages of life and many factors contribute to mental health problems such as biological factors, family history or life experiences. Our mental health affects how we feel, act and think. It has the ability to determine how we can make choices, handle difficult situations and build relationships with those around us (Mental Health Gov).

Step 3. Ensure that the desks are in a formation that will allow multiple students to gather around. At each group of desks, place butchers paper and writing materials (markers, pencils or pens).

Step 4. Each station will focus on a different question. Please make sure this question is easily accessible for your students. You may like to write this question separately on a piece of butchers paper or display it to students in your preferred method of presentation:

Station 1: How might someone’s mental health be negatively affected by racism?
Station 2: What emotions have past negative behaviours caused for your present self?
Station 3: How can you use experiences from the past as lessons for your future?
Station 4: How could acting with kindness improve the mental health of yourself, and others?

Step 5. Place your students in four groups. Explain to students that each group will have two minutes at each station to individually write their responses on the paper provided at each station.

Step 6. After each group has visited all stations, invite students to walk around the room and read the responses of others displayed at each station.

Part C: Attitudes, Feelings And Behaviours

Step 1. Explain to students that the following video features interviews with professional Australian soccer players, Kyah Simon, Andrew Redmayne and Nikolai Topor-Stanley. The athletes were asked to reflect on their attitudes and behaviours around race and racism.

Note: If you want to learn more about the racism faced by Adam Goodes, view the full The Final Quarter education package or you can teach the Years 9 & 10 HPE unit.

Step 2. Whilst students are watching the video, have them fill in this chart with what they notice about each athlete's experiences, attitudes and behaviours:

	Experiences	Attitudes	Behaviours
Kyah Simon
Andrew Redmayne
Nikolai Topor Stanley

Step 3. Play the video:

Tackling Racism - Impacts of my Attitudes (https://vimeo.com/771805691/e7892914e7)

Note: This video contains examples of racism that might be triggering to some students. If students wish to discuss any of these stories, allow them do so (using the safe conversation guide from the Challenging Conversations lesson) and bring them back to identifying where the behaviour sits on the Pyramid of Hate.

Step 4. Invite students to work in groups of three or four to discuss what they noticed about the similarities and differences between the athletes' attitudes, feelings and behaviours and why these might be so.

Reflection - Journal Entry

Step 1. Explain to the students that they will have five minutes to journal their thoughts. They will complete their journal entry in their journals if they have one, or else on lined paper. Students can draw, write or dot-point their feelings in this journal entry. Please explain to students that their journal entries will be private and they will not be expected to share them with anyone, including the teacher.

Step 2. Invite students to begin their journal entry in response to the following guiding question:

Guiding question:

“Our attitudes and behaviours can define how people perceive us now and into the future.” What are your thoughts on this statement after what you have learnt today?

Differentiated Learning

Extension -

In Part B, encourage students to reflect on those who have demonstrated racist, othering and generalising behaviours towards athletes. How could these behaviours affect how others perceive them in the future? Consider opportunities, employment, etc.

Provisions for Learning Support -

In Part A, provide a printed copy of the Pyramid Of Hate as a hard-copy resource for students to closely refer to.

Teacher Reflection

Tackling Racism - Impacts of My Attitudes

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Summary

Lesson guides and printables

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